A Study on the Experiential Learning Process of Waldorf Teachers

• Main Authors: CHOU,CHIN-SHIUAN, 周秦璇
• Other Authors: TSAI,YI-CHUN
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/qky9uv

碩士 === 國立暨南國際大學 === 諮商心理與人力資源發展學系終身學習與人力資源發展研究所 === 106 === In recent years, Taiwan has more and more research and input on alternative education. There is more understanding, whether it is Montessori Education, Waldorf Education System or self-study at home, etc. Waldorf Education System is the one of them which is fastest growing education method in the world. Waldorf Education regards parents, teachers and administrators as three elements teaching bodies around the children that are composed. Combination with the soul and society, this unique educational system is constructed. The teacher is one of the three elements of Waldorf Education, and its training of teachers is just like the periodic mode of Kolb's experiential learning. It is repeated to seek teachers' growth and bring their reflections into teaching. Therefore, this study aims to explore Waldorf teachers' experiential learning process in the teacher training. In this study, six people who have served in Waldorf School for more than seven years were conducted for semi-structured interviews. The key factors for cultivating their reflective ability are divided into two categories. The first category is group reflection which is the review and reflection application in teachers' morning meeting and the children's seminar; the second category is the personal experience reflection of Kolb's experiential learning. The reason can be attributed to the meditation practice in the teacher training course to deepen the experience and help teachers teaching skill, and conceptualize it for teaching application in the future. Based on the research finding, conclusions are made as follows: 1.The important experience of Waldorf teachers shows the ternary structural characteristics which comes from the parents, students and teachers. 2.Through the growth of their own body, mind and spiritual level, Waldorf teachers inspired the children to grow up, to find their enthusiasm in life and their own way. 3.Teachers need to remove the preset goals, keep the open mind, and integrate themselves into the teaching environment to create the desired teaching atmosphere. 4.Waldorf Education encourages teachers to maintain a passion for learning and gives teachers the opportunity to re-recognize themselves. 5.Anthroposophical-based education motivates teachers to become more sensitive in their experience learning, and when they reflect on experience learning, they also get high level of spiritual experience learning and inspiration.